Bibliografías temáticas / Vygotsky

Literatura académica sobre el tema "Vygotsky"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 10 de marzo de 2023

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Artículos de revistas sobre el tema "Vygotsky"

1

Sobkin, V. S. "Notes on L.S. Vygotsky’s Theatrical Reviews". Cultural-Historical Psychology 12, n.º 4 (2016): 26–38. http://dx.doi.org/10.17759/chp.2016120403.

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The paper summarizes outcomes of the analysis of L.S. Vygotsky’s theatrical reviews written during his Gomel period and published in the newspapers Nash Ponedelnik (“Our Monday”) and Polesskaya Pravda (“Polesia’s Truth”). It focuses on the levels of theatre play analysis around which Vygotsky carefully constructed his reviews: playwriting, acting (speech, movements, transformations etc.), stage direction, and audience reaction. The following aspects of Vygotsky’s evaluation of an actor’s performance are discussed: personal features of the actor, features of acting technique, lines of character and social stereotypes, etc. Also, another important task of this work was to reveal normative concepts to which Vygotsky referred to in his value judgements in the reviews. The paper highlights the conceptual patterns of Vygotsky’s reflections on the development of theatre, arts and psychology and emphasizes the importance of arts in the personal and professional self-determination of Vygotsky as a psychologist and thinker of the 20th century.
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2

S. Sobkin, Vladimir. "Lev Vygotsky: From Theator to Psychology". Revue internationale du CRIRES : innover dans la tradition de Vygotsky 4, n.º 1 (21 de septiembre de 2017): 80–95. http://dx.doi.org/10.51657/ric.v4i1.40996.

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The article presents the analysis of L. S. Vygotsky’s works dedicated to the theater arts and is organized according Vygotsky’s di˙erent life and work stages. Meanwhile, special attention is paid to the Gomel period during which a large number of reviews were written by Vygotsky and publishe in “Nash ponedel’nik” and “Polesskaia pravda” newspapers. It is shown that even at the beginning of his work, he was interested not only in a range of problems in art, but also psychological problems related to art perception and creativeness. Vygotsky’s usage of structural concept ideas about the peculiar properties of literary text composition are also explored. Vygotsky analyzes the socio- psychological mechanisms of theatrical art e˙ect. Furthermore, those areas which are widely used by Vygotsky in determining the characteristics of cast reincarnation are examined. Special emphasis is placed on the di˙erent elements of the actor techniques (speech, movement, emotional expression, acting personality and etc.). Materials are widely used in this study and help identify the socio- cultural context that defined Vygotsky’s values at di˙erent stages of his work, related to his drama criticism and his formation as a professional psychologist.
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3

Tchougounnikov, Serge y Evgeny Vildanov. "Lev Vygotski et son école : de la « paléontologie du psychisme » à la « psychologie par action »". Linguistic Frontiers 4, n.º 3 (1 de diciembre de 2021): 64–74. http://dx.doi.org/10.2478/lf-2021-0018.

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Abstract The article explores a number of conceptual parallels in the developments of L. Vygotski and “psychological linguistics” (Humboldt, Steinthal, Potebnia). Ideas from the nineteenth-century psycholinguistic current occupy a very important place in the conceptions of “psychology by action” of the psychological school of L. Vygotski and A. N. Leontiev. Therefore, the true understanding of the psychology of Vygotsky and his school, passes through these founding texts. The concept of "internal form" founds the psychology of Vygotsky and his disciples. The article shows the Humboldian origin of the notion of activity (dejatelnost) by tracing it back to the famous concept of Tätigkeit in Humboldt linguistics.
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4

Kozulin, Alex. "Vygotsky for Historians, Vygotsky for Educators". Contemporary Psychology: A Journal of Reviews 38, n.º 8 (agosto de 1993): 855–57. http://dx.doi.org/10.1037/033632.

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Sobkin, V. S. y T. A. Klimova. "Lev Vygotsky on Joy and Sorrow (Comments on the Article «Thoughts and Moods»)". Cultural-Historical Psychology 13, n.º 3 (2017): 71–82. http://dx.doi.org/10.17759/chp.2017130309.

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This publication focuses on one of the three early articles by Lev Vygotsky which deal with the issues of perception of modernity in the context of religious and historical events of the Jewish people. It is the second article in his historical and religious triptych and represents the young Vygotsky's reflections on the specifics of the Jewish Hanukkah holiday in two contexts: historical and the context of contemporary events. These comments on the article solve several tasks. First of all, they are aimed at reconstructing those socio-economic events that determined the life of Russia during the First World War. Also, the comments are intended to help the modern reader to understand more deeply the content of the published text and the originality of the personal and semantic position of the young Vygotsky. The comments are aimed at reconstructing the knowledge of religious and artistic texts necessary for understanding the article, as well as the discussions that are characteristic of the Jewish cultural tradition. The analysis of compositional and stylistic features of Vygotsky’s article and of its inner dialogical nature also plays an important part. The comments conclude with an outline of certain issues which would later reappear in Vygotsky’s psychological research.
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6

Kostrigin, A. A. "Eugenia Hanfmann (1905—1983) as a Follower of L.S. Vygotsky". Cultural-Historical Psychology 15, n.º 2 (2019): 114–24. http://dx.doi.org/10.17759/chp.2019150214.

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The article examines the biography and scientific legacy of Eugenia Moiseevna Hanfmann (1905—1983), a Russian—American emigrant psychologist, specialist in the field of psychology of cognitive processes, psychopathology of thinking and psychological counseling. The article outlines her scientific activity in Germany and the USA and collaborations with K. Koffka, T. Dembo, D. Shakov, K. Goldstein, M. Rickers- Ovsiankina, J. Kasanin, H. Murray. It is argued that in her works Hanfmann further developed the ideas of L.S. Vygotsky: modified the method for concept formation (together with J. Kasanin), applied it to the study of conceptual thinking in patients with schizophrenia as well as to the study of personal patterns of intellectual performance, translated the work "Thinking and Speech" for the first time into English (1962), wrote a sketch on Vygotsky’s scientific activity, found the generality of both Vygotsky’s and K. Goldstein’s results of studies of conceptual thinking violations in patients with schizophrenia. Hanfmann was one of the few Vygotsky's followers in the Russian psychological community abroad.
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7

Zittoun, Tania y Paul Stenner. "Vygotsky’s Tragedy: Hamlet and the Psychology of Art". Review of General Psychology 25, n.º 3 (29 de julio de 2021): 223–38. http://dx.doi.org/10.1177/10892680211013293.

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Lev S. Vygotsky is one of the major figures of psychology; however, his deep engagement with the arts is less known. This is surprising, given the fact that the arts, and especially Shakespeare’s Hamlet, are present throughout his career. In this article, we argue, first, that Hamlet was a major symbolic resource for Vygotsky in times of liminal transitions, and second, that it is this very deep experience of having been transformed by means of Hamlet that grounds his psychology of art, which aims precisely to show how Hamlet works as a “technique of emotions.” Our demonstration is organized into three main movements. In Part 1, we retrace the historical and cultural context in which Vygotsky grew up as a young man. We emphasize his experiences of liminality and transitions, due to transformations of the social world and his own life. In Part 2, we examine Vygotsky’s proposition itself through a close analysis of his Psychology of art. Finally, in Part 3, we further explicate the relation between art and life at play in Vygotsky’s approach and relate this to Vygotsky’s broader psychology.
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8

Chesnokova, M. G. "Existential and religious motifs in L.S. Vygotsky’s essay on “Hamlet” (1916)". Cultural-Historical Psychology 14, n.º 2 (2018): 129–37. http://dx.doi.org/10.17759/chp.2018140214.

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In this article existential and religious motifs in the works of young L.S. Vygotsky are considered. The specificity of the existential approach, characterized by blurring the limits of philosophy, science and art and the formation of a synthetic method of cognition of a human being, is emphasized. These features are found in the early works of Vygotsky. The analysis of his essay “The tragedy of Hamlet, prince of Denmark by William Shakespeare” (1916) is the focus of attention. The existential orientation distinguishes both the form and the content of Vygotsky’s work. The genre of the work is a combination of literary criticism and philosophical psychological research. In his essay Vygotsky touches on such existential topics as: the tragedy and loneliness of human existence, existential guilt as the guilt of birth, the issue of formation and self-fulfillment of a man, the relationship of knowledge and action, the dialectic of the external and the internal, the issue of the moduses of human existence — “sinful innocence”, ethical and religious existence, the issue of meaning of life. The parallel between Vygotsky’s existential views, developed in this essay, and the ideas of well-known representatives of the existential approach is drawn. From the existential issues of the play Vygotsky moves on to its inner meaning, which he defines as religious. The four main themes he reveals most fully: the issue of connection between the two worlds — the world of the dead and the world of the living, the issue of sin, punishment and redemption, the issue of darkness of divine Providence (meaning of life) and the issue of overcoming separateness and restoring the unity of the world. In the article the main provisions and principles of study of early Vygotsky and Vygotsky in the period of creation of cultural-historical theory are compared. A continuity between the ideas of Vygotsky’s early works and his latest project of dramatic psychology is observed.
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9

Zavershneva, Ekaterina y René van der Veer. "Not by bread alone". History of the Human Sciences 31, n.º 1 (febrero de 2018): 36–55. http://dx.doi.org/10.1177/0952695117743408.

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On the basis of both published and unpublished manuscripts written from 1914 to 1917, this article gives an overview of Lev Vygotsky’s early ideas. It turns out that Vygotsky was very much involved in issues of Jewish culture and politics. Rather surprisingly, the young Vygotsky rejected all contemporary ideas to save the Jewish people from discrimination and persecution by creating an autonomous state in Palestine or elsewhere. Instead, until well into 1917, Vygotsky proposed the rather traditional option of strengthening the spiritual roots of the Jews by returning to the religious writings. Socialism was rejected, because it merely envisioned the compulsory redistribution of material goods and ‘man lives not by bread alone’. It was only after the October Revolution that Vygotsky switched from arguments in favour of the religious faith in the Kingship of God to the communist belief in a Radiant Future.
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Zavershneva, E. Ju. "Vygotsky vs. Freud: on the Rethinking of Psychoanalysis in Terms of Cultural-Historical Psychology". Cultural-Historical Psychology 12, n.º 4 (2016): 14–25. http://dx.doi.org/10.17759/chp.2016120402.

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The paper traces the dynamics of L.S. Vygotsky’s attitude towards Freud’s theory on the material of Vygotsky’s published works and personal notes. It provides an overall picture of Vygotsky’s critical views on psychoanalysis, including his accounts of both weak and progressive assumptions of Freud’s theory. It has been shown that Vygotsky's polemic with Freud was obviously shaped by the development of cultural- historical psychology and reached the point of a potential rivalry between their research programs in late 1932. The paper focuses on the perspectives of rethinking classical psychoanalysis in the context of the ideas of Vygotsky’s last period of life and work (1932—1934), namely, the idea of consciousness as a dynamic system of meaning, the concept of the field of meaning, the relationship between normal and abnormal development, and the idea of freedom as the main feature of human existence. It is stated that Vygotsky did not seek to eliminate any competing theories (in particular, psychoanalysis), but rather remained in dialogue with them and contributed to making their foundations more clear.
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Tesis sobre el tema "Vygotsky"

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Weber, Sueli Wolff. "Gramsci e Vygotsky". Florianópolis, SC, 1998. http://repositorio.ufsc.br/xmlui/handle/123456789/77359.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Ciências da Educação. Programa de Pós-Graduação em Educação.
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A presente dissertação faz um estudo comparativo entre o pensamento de
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2

Barnham, Chris. "Peirce, Vygotsky and concept formation". Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10059118/.

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The purpose of this thesis to explore the theoretical similarities between Peirce and Vygotsky with respect to the process of concept formation. It is acknowledged that these two thinkers are seldom associated with each other in relation to the learning process. Peirce is seen as one of the founders of modern semiotics, but he is rarely linked with the activity of concept formation itself. Vygotsky, whilst associated with the latter, is not interpreted as a semiotician - even though he sometimes uses the terminology of signs. It will be argued in the course of this thesis, however, that their views are closer to each other than is commonly recognised and that this convergence derives from the influence of Hegel. In the case of Peirce, Hegel is often viewed in negative terms - as a philosophical legacy that Peirce is reacting against. It will be argued that this interpretation overlooks the deeper impact of Hegelian thought in terms of how Peirce constructs his semiotics. Indeed, an Hegelian interpretation of concept formation helps reframe Peirce's account of the 'mediating' sign, the notion of the 'determined' sign, and the role of the 'object' in his triadic structure. Moreover, the reference point of Hegel creates an opportunity to re-evaluate Peirce's icon, index and symbol. Hegel's influence on Vygotsky is more frequently acknowledged, but seldom pursued in detail by commentators who often draw Vygotsky into a more social account of meaning construction. Full recognition of Hegel's influence on Vygotsky, however, has the effect of reframing his notion of 'mediation', and making his account of concept formation less focused on the social dimension than is commonly recognised. The overall effect of these arguments is to reposition Vygotsky's 'natural history of the sign' in a framework that parallels Peirce's own account of sign formation. There remain, of course, important differences in the approaches of Peirce and Vygotsky, and these will be highlighted in the course of the discussion. But the broader perspective outlined below suggests that there should be greater recognition of their philosophical similarities.
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3

Zhang, Ruihan y 張芮菡. "Rethinking Vygotsky : a critical reading of Vygotsky's cultural-historical theory and its appropriation in contemporary scholarship". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/197513.

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This thesis was originally inspired by the surge of intellectual interests, starting from the late 1980s and early 1990s in western academia, in the former Soviet psychologist Lev S. Vygotsky’s cultural-historical theory (CHT) of psychology. Vygotsky’s approach to the development of the psychological functions of man places much emphasis on the transformative roles played by social and cultural tools such as language, and thus distinguishes itself from other popular methodologies, such as behaviorism and Chomskyan generative grammar, which study human thinking and its relationships with language by cutting off the connections between the inner mental world and the external physical world. Therefore, Vygotsky’s theory is widely believed to be an alternative to both the behaviorist and the mentalist approach to the problem of the mind and that of language. A group of linguists working within the field of second language acquisition even claimed that Vygotsky’s theory provides the solution that can finally settle the long-standing social-cognitive debate in the study of language teaching and learning. However, despite Vygotsky’s scientific innovations (which I discussed with details in Chapter I), my study of Vygotsky’s cultural-historical theory has led me to doubt some the almost unanimous consensus on the theoretical contributions that Vygotsky is believed to have made to contemporary scholarship, especially with regard to language studies. My research shows that Vygotsky’s theorization of the development of the human mind as a process of increasing abstraction, and language as a system of abstract meanings independent of concrete human experiences is fundamentally problematic. This is because such theorization not only reifies language into an inhuman system of fixed codes that denies the creativity and agency of individuals engaged in communicative activities, but also takes away both the linguistic rights and responsibilities of the individuals. Furthermore, Vygotsky’s psychology, especially his linguistic view, is deeply rooted in a blind belief in naive realism and rationalism that preach for a shared reality, an objectively shared knowledge of language and of the world in general, as well as a form of rationality that favors intellect over illiteracy, scientific knowledge over everyday experiences, logic over common sense, etc. In the end, it is not just our history of mental development and our knowledge of the world that have been classified and ranked according to their degree of sophistication, but also us as human beings. By bringing these fundamental problems in Vygotsky’s theory to light, I initiated a critical reading and re-thinking of not just Vygotsky’s psychology, but also its appropriations in contemporary sciences, such as linguistics, communication studies, and educational studies (with various degrees of attention on each area of study). This thesis could be regarded as the beginning of a new perspective to the studies of human communication and psychology by adopting a different view of language, a view I believe is first and foremost, liberal.
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Master of Philosophy
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4

Derry, Janice. "Vygotsky and his critics : philosophy and rationality". Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10006647/.

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This thesis is concerned with the philosophi~ background of Vygotsky's work. Vygotsky himself made clear that it was not only Marx who influenced him, but also Spinoza and Hegel. Most commentaries on Vygotsky have failed to consider the influence of Spinoza and Hegel on his work. Recent commentators interpret aspects ofVygotsky's work as being based upon Enlightenment philosophy and attribute to him a position of abstract rationality. In taking issue with these interpretations the thesis not only reacts to the criticism made of Vygotsky but also suggests that much of value in his education theory is lost if it is taken out of its original philosophic context and set in an alien framework. Vygotsky was absolutely steeped in the philosophy of Spinoza and Hegel and it was this which allowed him to develop original ideas on thought, language and mind. Vygotsky's tum to Spinoza and to Hegel would seem to put him outside the mainstream of modem Anglo-American thought, yet it is precisely this field of thought which in the last few years has raised questions that are bringing Hegel back into the mainstream. A study of Vygotsky's philosophy helps bring to light and to question the philosophic presuppositions of much contemporary work on educational theory and policy. This thesis addresses critical questions in Vygotsky theory and post-Vygotskian research. Its starting point is the question of sociogenesis of mind and chapters 2 and 3 consider recent writings on this issue and the related questions of constructivism and situated cognition. Chapter 4 reconsiders the opposition between Vygotsky and Piaget to carry the question of constructivism a step forward and to introduce the philosophic influences on Vygotsky's work which are then considered more fully in chapters 5, 6 and 7. 2
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5

Haberman, Jordan. "Vygotsky and cooperative learning Sri Lankan graduate students in Canada /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ56178.pdf.

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Doherty, Andrea Mary. "Vygotsky and play : a critical exploration of theory and practice". Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602482.

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This study describes a critical exploration of theory into practice. Two principles of Vygotskian cultural historical theory: mixed age play and enhanced home-school links, already integrated into practice in Zolotoi Kluchick (Golden Key) programme schools in Russia, were adapted and implemented in an early years setting (3-6 years) in Northern Ireland. These principles were implemented, evaluated and modified, in a cyclic process, involving the school community throughout. Over one school year, six teachers, 15 classroom assistants, 106 children, five sets of parents, and the researcher, formed a pedagogical collective to explore both the process of implementation, and resultant impact of the Intergrated Play Programme (IPP). The study explores critically the translation of Vygotskian theory into practice. A constructivist methodology was employed, which viewed collaboration within the school community as vital to its success. Vygotskian theory was foundational in the developmental methodology that saw new research methods emerge throughout the research. Findings and conclusions drawn from this study were drawn primarily from participant perspectives. Vygotskian concepts of the zone of proximal development (ZPD), social situation of development (SSD), internalisation and cultural mediation guided the analysis, evaluation, and reflection. Findings revealed that the translation process was not straightforward, and required modifications to the original principles. The concept of 'family' appeared to connect home and school emerged as the major factor in modifying the implementation process. A 'family pedagogy' was developed, in which mixed-age play groups were known as 'school families'. Children's discussion of their 'school family' at home generated curiosity and interest from parents and carers, and provided a dialogical tool and cultural tool to bridge children's home and school learning. The study highlights the value of using play as the basis for this family pedagogy and, in line with Vygotskian theory, presented play as the predominant developmental activity for young children
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7

Mesquita, Kelcilene Virgino Silva de. "FormaÃÃo conceitual à luz das teorias de Vygotsky e Nelson". Universidade Federal do CearÃ, 2008. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=3114.

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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico
Our basic assumption for this work is that the abilities to appraise and to categorize are closely related, leading us to the conclusion that they are part of a single process: that of knowledge organization. In this paper, we will discuss specifically some topics involving knowledge organization as far as concept formation is concerned, searching to understand its nature. For this purpose, we have used as theoretical background the works on concept formation by Vygotsky ([1934] 2000) and Nelson (1998; 1986). We believe that Nelsonâs views on young children cognitive processing, centered on the action context and on the childrenâs daily experiences can provide a more significant contribution for an extended vision of the nature of the process of concept formation than the ideas presented by Vygotsky who, in spite of stressing the importance of the context in concept formation, carried out his experiments based on artificial concepts. To check if the concepts become more abstract as time goes by or if they show to be limited to the individualâs context, connected to their memory (thus contextualized), we carry out a study with Elementary, Junior High and High School students as subjects, whose main purpose was to understand the nature of the participantsâ concepts. The students were asked to define the terms âplantâ and âanimalâ and took part in two classification activities using a set of cards, adapted from Panofsky, John-Steiner and Blackwell (1996), which consisted of twenty and one (21) pictures (07 belonging to the âplantâ category and 14 to the âanimalâ category). From the analysis of the definitions obtained and of the justifications for grouping the items into categories, we could observe that there is not a single, exclusive base for the participantsâ conceptualizations, that is, none of the categories has shown to be predominant. On the contrary, the category concepts are formed from internalized pieces of information about the world, no matter if these pieces of information are of a daily or of a more formal nature.
Neste trabalho partimos da premissa de que as habilidades de conceituar e de categorizar estÃo intimamente relacionadas, levando-nos a concluir que elas fazem parte de um Ãnico processo: o de organizaÃÃo do conhecimento. Especificamente, abordaremos questÃes concernentes à organizaÃÃo do conhecimento no tocante à formaÃÃo de conceitos buscando compreender a sua natureza. Para isso, utilizamos como base teÃrica os trabalhos sobre formaÃÃo de conceitos de Vygotsky ([1934] 2000) e de Nelson (1998; 1986). Defendemos que a proposta de Nelson sobre o processamento cognitivo de crianÃas jovens, centrada no contexto de aÃÃo, nas experiÃncias cotidianas das crianÃas, pode contribuir para uma visÃo mais ampliada da natureza do processo de formaÃÃo de conceitos que a visÃo apresentada por Vygotsky que, mesmo defendendo a importÃncia do contexto na formaÃÃo dos conceitos, realizou seus experimentos utilizando-se de conceitos artificiais. Para verificarmos se os conceitos com o passar do tempo vÃo se tornando mais abstratos ou se, ainda, mostram-se, presos ao contexto do indivÃduo, ligados à memÃria de eventos (contextualizado), realizamos uma pesquisa com alunos do Ensino Fundamental e do Ensino MÃdio com o objetivo de compreender a natureza dos conceitos dos participantes. A tarefa experimental consistiu de uma atividade de definiÃÃo para os termos planta e animal e duas atividades de classificaÃÃo usando um conjunto de cartÃes, adaptado de Panofsky, John-Steiner e Blackwell (1996) que constou de vinte e uma (21) figuras (07 da categoria plantas e 14 da categoria animais). AtravÃs da anÃlise das definiÃÃes e justificativas para os agrupamentos de itens em categorias, pudemos verificar que nÃo hà uma Ãnica e exclusiva base para as conceitualizaÃÃes dos participantes, ou seja, nÃo hà predominÃncia de uma ou de outra categoria, e sim que seus conceitos sÃo formados a partir de pedaÃos de informaÃÃes internalizadas sobre o mundo quer sejam cotidianas quer sejam mais formais.
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Mesquita, Kelcilene Vírgilio Silva de. "Formação conceitual à luz das teorias de Vygotsky e Nelson". www.teses.ufc.br, 2008. http://www.repositorio.ufc.br/handle/riufc/8823.

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MESQUITA, Kelcilene Vírgilio Silva de. Formação conceitual à luz das teorias de Vygotsky e Nelson. 2008. 119f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-graduação em Linguística, Fortaleza (CE), 2008.
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Our basic assumption for this work is that the abilities to appraise and to categorize are closely related, leading us to the conclusion that they are part of a single process: that of knowledge organization. In this paper, we will discuss specifically some topics involving knowledge organization as far as concept formation is concerned, searching to understand its nature. For this purpose, we have used as theoretical background the works on concept formation by Vygotsky ([1934] 2000) and Nelson (1998; 1986). We believe that Nelson’s views on young children cognitive processing, centered on the action context and on the children’s daily experiences can provide a more significant contribution for an extended vision of the nature of the process of concept formation than the ideas presented by Vygotsky who, in spite of stressing the importance of the context in concept formation, carried out his experiments based on artificial concepts. To check if the concepts become more abstract as time goes by or if they show to be limited to the individual’s context, connected to their memory (thus contextualized), we carry out a study with Elementary, Junior High and High School students as subjects, whose main purpose was to understand the nature of the participants’ concepts. The students were asked to define the terms “plant” and “animal” and took part in two classification activities using a set of cards, adapted from Panofsky, John-Steiner and Blackwell (1996), which consisted of twenty and one (21) pictures (07 belonging to the “plant” category and 14 to the “animal” category). From the analysis of the definitions obtained and of the justifications for grouping the items into categories, we could observe that there is not a single, exclusive base for the participants’ conceptualizations, that is, none of the categories has shown to be predominant. On the contrary, the category concepts are formed from internalized pieces of information about the world, no matter if these pieces of information are of a daily or of a more formal nature.
Neste trabalho partimos da premissa de que as habilidades de conceituar e de categorizar estão intimamente relacionadas, levando-nos a concluir que elas fazem parte de um único processo: o de organização do conhecimento. Especificamente, abordaremos questões concernentes à organização do conhecimento no tocante à formação de conceitos buscando compreender a sua natureza. Para isso, utilizamos como base teórica os trabalhos sobre formação de conceitos de Vygotsky ([1934] 2000) e de Nelson (1998; 1986). Defendemos que a proposta de Nelson sobre o processamento cognitivo de crianças jovens, centrada no contexto de ação, nas experiências cotidianas das crianças, pode contribuir para uma visão mais ampliada da natureza do processo de formação de conceitos que a visão apresentada por Vygotsky que, mesmo defendendo a importância do contexto na formação dos conceitos, realizou seus experimentos utilizando-se de conceitos artificiais. Para verificarmos se os conceitos com o passar do tempo vão se tornando mais abstratos ou se, ainda, mostram-se, presos ao contexto do indivíduo, ligados à memória de eventos (contextualizado), realizamos uma pesquisa com alunos do Ensino Fundamental e do Ensino Médio com o objetivo de compreender a natureza dos conceitos dos participantes. A tarefa experimental consistiu de uma atividade de definição para os termos planta e animal e duas atividades de classificação usando um conjunto de cartões, adaptado de Panofsky, John-Steiner e Blackwell (1996) que constou de vinte e uma (21) figuras (07 da categoria plantas e 14 da categoria animais). Através da análise das definições e justificativas para os agrupamentos de itens em categorias, pudemos verificar que não há uma única e exclusiva base para as conceitualizações dos participantes, ou seja, não há predominância de uma ou de outra categoria, e sim que seus conceitos são formados a partir de pedaços de informações internalizadas sobre o mundo quer sejam cotidianas quer sejam mais formais.
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Bartfai, Sara. "Algoritmen som kulturellt redskap : Fyra elevers förståelse av additionsalgoritmen". Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-30927.

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The aim of this investigation has been to examine four students, in a second grade class in Stockholm, understanding of the addition algorithm. A small field study has been carried out including both interviews and classroom studies. Vygotsky’s socio-cultural theory and more specifically the concepts of mediation and cultural tools have been applied. Vygotsky asserts that our contact with the world is mediated by cultural tools. The addition algorithm is in this thesis seen as a cultural tool that the students are to appropriate. The results show a variation of the student’s understanding of the addition algorithm. Most importantly it shows that it is possible for students to “say more than they know” with the use of the algorithm. It is difficult to see how much a student really understand of a mathematical concept and easier to see if they do not understand it or are using it in an inappropriate way. Therefore it is necessary for teachers to form a dialogue with the students and ask them why they do as they do while using different mathematical concepts, such as addition algorithms, to acquire a perception of their mathematical understanding.
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Hiltunen, H. (Hannele). "Play and motivation:through the eyes of Montessori, Vygotsky, Deci and Ryan". Bachelor's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201705302194.

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This thesis covers play and motivation as separate entities, and then discusses them together. First goal was to explore if there is a connection between play and motivation and how do Montessori, Vygotsky, Deci and Ryan explore these in their own theories. First Vygotsy’s ideas are presented, then Montessori is explored and after this, these two theories are brought together and looked at especially in the context of playing. Afterwards The Self-Determination Theory of Deci and Ryan is analyzed through motivation. Finally, based on these theories, both play and motivation are discussed while back-analyzing personal experiences. This thesis uses literature review as a guide for exploring material. In addition to primary sources written by the authors themselves, sources that are most up to date were given preference. They were compared and contrasted through summary of the key ideas, and synthesized though my own analysis. Based on this thesis, play and motivation are indeed linked and there are many connections among the analyzed theories. This research process was a useful experience for me, as it connected theory and practice. In that sense, it might be useful for others. The thesis might be also interesting and inspiring for those who look for a playful way of getting familiar with some core ideas about play and motivation in education.
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Libros sobre el tema "Vygotsky"

1

Yasnitsky, Anton. Vygotsky. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315751504.

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I͡Aroshevskiĭ, Mikhail Grigorʹevich. Lev Vygotsky. Moscow: Progress Publishers, 1989.

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Veer, René van der. Lev Vygotsky. London: Continuum, 2007.

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1946-, Bronckart Jean-Paul, ed. Vygotsky aujourd'hui. Neuchâtel: Delachaux & Niestlé, 1985.

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Daniels, Harry, ed. Introduction to Vygotsky. 3rd edition. | Abingdon, Oxon ; New York, NY : Routledge, [2017]Identifiers: LCCN 2016048948| ISBN 9781138125216 (hardback : alk. paper) | ISBN 9781138125223 (pbk. : alk. paper) | ISBN 9781315647654 (ebook): Routledge, 2017. http://dx.doi.org/10.4324/9781315647654.

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Vygotsky in perspective. Cambridge: Cambridge University Press, 2011.

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W, Rieber R., Robinson David Kent 1954- y Bruner Jerome S, eds. The essential Vygotsky. New York: Kluwer Academic/Plenum Publishers, 2004.

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Rieber, Robert W. y David K. Robinson, eds. The Essential Vygotsky. Boston, MA: Springer US, 2004. http://dx.doi.org/10.1007/978-0-387-30600-1.

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Veer, René van der, 1952- y Valsiner Jaan, eds. The Vygotsky reader. Oxford, UK: Blackwell, 1994.

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Daniels, Harry. Vygotsky and research. New York, NY: Routledge, 2008.

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Capítulos de libros sobre el tema "Vygotsky"

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Thompson, Ian. "Vygotsky". En The Palgrave Encyclopedia of the Possible, 1–8. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-98390-5_144-1.

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Yasnitsky, Anton. "Prophet". En Vygotsky, 1–16. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315751504-1.

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Yasnitsky, Anton. "Bolshevik". En Vygotsky, 17–30. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315751504-2.

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Yasnitsky, Anton. "Reflexologist". En Vygotsky, 31–42. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315751504-3.

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Yasnitsky, Anton. "Psychologist". En Vygotsky, 43–78. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315751504-4.

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Yasnitsky, Anton. "Revisionist". En Vygotsky, 79–105. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315751504-5.

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Yasnitsky, Anton. "Holist". En Vygotsky, 106–21. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315751504-6.

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Yasnitsky, Anton. "Epilogue. Genius". En Vygotsky, 122–26. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315751504-7.

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Walshaw, Margaret. "Lev Vygotsky". En Alternative Theoretical Frameworks for Mathematics Education Research, 11–37. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33961-0_2.

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Zavershneva, Ekaterina y René van der Veer. "Lev Vygotsky". En Encyclopedia of Evolutionary Psychological Science, 1–4. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-16999-6_2391-1.

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Actas de conferencias sobre el tema "Vygotsky"

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Silva, Kissya Kropf Da, Priscila Tamiasso-Martinhon, Victor de Oliveira Rodrigues y Célia Regina Sousa da Silva. "Vygotsky e a experimentação no ensino de química". En Anais da IV Conferência de Teoria Histórico Cultural: Ciência Tecnologia e Sociedade. Recife, Brasil: Even3, 2022. http://dx.doi.org/10.29327/1178375.4-3.

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Maia, Rosiery, Anderson Abner Souza y Luiz Marcos Gonalves. "Rules for Robotic Cooperation Based on Vygotsky and Piaget". En 2015 12th Latin American Robotics Symposium (LARS) and 2015 3rd Brazilian Symposium on Robotics (LARS-SBR). IEEE, 2015. http://dx.doi.org/10.1109/lars-sbr.2015.71.

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Holley, Dorothy. "What Would Vygotsky Say? Effectiveness of Standards-Based Learning Environment". En 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1432368.

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Ana, Almeida, Santana Joseffy, Pessoa Taynara, Cordeiro Delly y Sotero Ana. "A TEORIA E INFLUÊNCIA DE LEV VYGOTSKY PARA O ENSINO E APRENDIZAGEM". En V Congresso Internacional das Licenciaturas. Instituto Internacional Despertando Vocações, 2018. http://dx.doi.org/10.31692/2358-9728.vcointerpdvl.2018.00175.

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Clarin, M. V. "THE HERITAGE OF VYGOTSKY AND THE BASIS OF COACHING. ZONE OF NEAREST DEVELOPMENT". En SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-57-7.63.68.

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статья посвящена применению понятия зоны ближайшего развития (ЗБР) Л.С. Выготского в работе коуча, в которой происходит сдвиг фокусировки внимания с обучения на развитие. В коучинге зону ближайшего развития взрослого, профессионала, управленца можно определить посредством тех задач, которые он стремится, но не может адекватно решить сам. Противодействие в статье рассматривается как один из источников развития. Представление о зоне ближайшего развития продуктивно для коучинговой работы и заслуживает того, чтобы стать одной из составляющих подготовки и профессионального развития коучей.
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Prestes, Z. "ON THE PROBLEMS OF TRANSLATING THE WORKS OF LEV SEMYONOVICH VYGOTSKY IN BRAZIL". En ПСИХОЛОГИЯ ТВОРЧЕСТВА И ОДАРЕННОСТИ. Москва: Ассоциация технических университетов, 2021. http://dx.doi.org/10.53677/9785919160472_273_277.

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De Mendonça, Candido y Luciano Digiampietri. "Uma Ferramenta para Ensinar Introdução à Teoria da Computação". En XXIV Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/wei.2016.9686.

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Manter a motivação e o interesse do aluno desde o primeiro dia de aula é um dos maiores desafios da educação superior. O qual fica mais acentuado nas disciplinas teóricas. Este trabalho reporta a aplicação do conceito de “zona de desenvolvimento proximal” da teoria de Vygotsky na construção de uma ferramenta (“brinquedo”) utilizada como proposta para mediar conflitos dos alunos na aprendizagem do conteúdo da disciplina “Introdução à Teoria da Computação”.
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Maciel, Kátia, Geruza Gadelha y Adriana Leite Limaverde Gomes. "O DESENVOLVIMENTO DA LINGUAGEM DE CRIANÇAS COM DEFICIÊNCIA: CONTRIBUIÇÕES DE PIAGET, VYGOTSKY E WALLON". En Congresso Brasileiro de Educação Especial. Campinas - SP, Brazil: Galoa, 2014. http://dx.doi.org/10.17648/galoa-cbee-6-28259.

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Wijiastuti, Asri, Siti Masitoh, Ima Kurrotun Aini y Febrita Ardianingsih. "Indigenus Inclusive Education Concept Based on Ki Hadjar Dewantara Values and Dysontogenesis Vygotsky Theory". En 1st Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200824.125.

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"Social and Educational Inclusion of Children with Special Needs: Approach of L. S. Vygotsky School". En Congress on mental health meeting the needs of the XXI century. Gorodets, 2016. http://dx.doi.org/10.22343/mental-health-congress-compendium75-78.

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Informes sobre el tema "Vygotsky"

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Sørensen, Anders Dræby. Praksis og kontekst i pædagogisk psykologi: Vygotsky, Schön, Lave & Wenger. Aarhus University, 2015. http://dx.doi.org/10.7146/aul.102.93.

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Mosquera-Rodas, Jhon Jairo. La psicología existencialista, el psicoanálisis, la interacción del aprendizaje y el desarrollo de Vygotsky. Tres perspectivas diversas de la psicología científica. Universidad Cooperativa de Colombia, 2018. http://dx.doi.org/10.16925/greylit.2383.

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